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Do male and female forensic patients with learning disabilities differ on subscales of the Novaco Anger Scale and Provocation Inventory (NAS-PI)?
- Authors:
- CHILVERS Jane, THOMAS Cathy
- Journal article citation:
- Journal of Learning Disabilities and Offending Behaviour, 2(2), 2011, pp.84-97.
- Publisher:
- Emerald
While anger is associated with learning disabled populations, the role of gender is not clear. This study examined the experience of anger in females within a forensic psychiatric service. The Novaco Anger Scale and Provocation Inventory was applied. Scores obtained by 12 females were compared with those of 23 males. Findings revealed significant differences between gender scores, suggesting female forensic patients with learning disabilities experience higher levels of anger than do males, particularly in the arousal domain, and demonstrated difficulties in regulating anger. Gender specific differences, and the potential influence of learning disabilities should be considered when assessing and treating anger difficulties. Female forensic patients with learning disabilities may benefit from a greater emphasis on anger arousal reduction work. The authors recommend further research using more measures to further understand how the impact of gender and learning disabilities on the experience of anger is related.
The impact of a ward-based mindfulness programme on recorded aggression in a medium secure facility for women with learning disabilities
- Authors:
- CHILVERS Jane, THOMAS Cathy, STANBURY Alex
- Journal article citation:
- Journal of Learning Disabilities and Offending Behaviour, 2(1), January 2011, pp.27-41.
- Publisher:
- Emerald
Mindfulness is the practice of focusing attention effectively and purposefully, in a non-judgmental manner, on current circumstances. It has been increasingly used as a tool for managing a range of difficulties associated with personal suffering, including stress and chronic pain, as well as some aspects of mental disorder. This study aimed to investigate whether the introduction of mindfulness open group sessions would reduce the overall number of aggressive incidents recorded by female patients with learning disabilities in a forensic medium secure psychiatric unit. The participants were all of the 15 patients resident on the ward from October to April 2010. Twice-weekly, 30-minute group sessions were held, and the participants had the option of opting in or out of each session. Proxy measures of institutional aggression, namely the number of observations, physical interventions, and seclusions, were recorded at baseline and at 2 months and 6 months following the introduction of the sessions. Friedman's Analysis of Variance and post-hoc analyses using Wilcoxon's Signed Ranks showed a significant reduction of the 3 measures at 6 months. The potential influence of basic mindfulness practice sessions in reducing aggression is discussed.
Menstruation and aggression in a population of women with learning disabilities
- Authors:
- O'DWYER J.M., HOLMES J., FRIEDMAN T.
- Journal article citation:
- British Journal of Learning Disabilities, 23(2), 1995, pp.51-55.
- Publisher:
- Wiley
Reports research which investigated the effects of menstruation on aggressive incidents in women, in a large hospital for people with learning disability. Also considered the effects of medication, epilepsy, and the degree of learning disability. The results suggest that there was not significant increase in aggressive incidents pre- or peri-menstrually, but that those with primary amenorrhoea have significantly higher rates of aggressive incidents. Discusses the possible reasons and implications of these findings.
What kind of support and training do junior qualified nurses working with women with learning disabilities in a secure setting require when dealing with violence and aggression
- Authors:
- GOULDING Helen, RIORDAN Sharon Alicia
- Journal article citation:
- Journal of Intellectual Disabilities and Offending Behaviour, 7(3), 2016, pp.140-150.
- Publisher:
- Emerald
Purpose: The paper aims to explore the perceived needs of junior nurses working with women with learning disabilities in a secure setting who display violence and aggression. The study aims to contribute to this specialised area of research and to identify potential areas for further post registration education. Design/methodology/approach: The study adopted a qualitative design using thematic analysis. Initial questionnaires were distributed and the results analysed in order to form initial themes. These initial themes were then used to carry out a one off focus group and this was transcribed verbatim and then analysed using Braun & Clarke (2006) thematic analysis to develop final themes. Findings: The findings identified a need for staff to be able to access effective immediate support following incidents of violence and aggression and support be offered within a clear structured environment. Staff indicated that peer supervision be made available and that they also receive adequate education relating to gender specific issues and the use of seclusion. Research limitations/implications: The research had several limitations. These included a small sample size which was also largely self-selected. Bias may have to be acknowledged in respect of completion of questionnaires depending on their view of participation and what they might be contributing to. Despite this the results do raise further questions such as staff decision making around the use of seclusion. Practical implications: Implications centred around the organisation's delivery of education to staff in relation to the clinical decision making skills they require in order to effectively support women with learning disabilities who display violent and / or aggressive behaviour. The study also has implications for potential supervision structures currently offered within these services. Originality/value: This paper fulfils a need to explore services for women with a learning disability further and how services can be shaped using current perspective and up to date research in line with recent policy, e.g Corston Report 2007. (Edited publisher abstract)